Study On Mobile Micro-learning Of Rural Primary School Teachers Based On Smartphones

The professional development of rural basic education teachers has always been highly valued by the state,and the professional development level of rural basic education teachers must be improved effectively,and the teachers' own effective learning should finally be relied on.However,due to the particularity of the regions in which rural teachers are located,they are often faced with difficulties such as lack of professional study and training opportunities,slow update of learning resources,etc.And they are also confronted with issues such as the difficulty of concentration of study time for adults and the prominent contradictions between work and study.In recent years,mobile micro-learning has gradually emerged as a new type of learning method,it can better help rural teachers solve the above learning problems and difficulties.At the same time,smartphones have been popularized in rural areas.Coupled with the continuous improvement of mobile networks and technologies,the basic education teachers in rural areas can carry out mobile micro-learning with the help of smartphones to promote their own professional development.But at present,whether the rural elementary education teachers,especially the rural primary school teachers effectively use the smartphones to carry on the mobile micro-learning,that is to say,the specific situation of the mobile micro-learning of the rural primary school teachers based on the smartphones,people lack a deep understanding of this.Therefore,this article first uses the literature method to sort out related researches such as mobile learning and teacher professional development,mobile phone-based mobile learning,micro-learning,and mobile micro-learning,and defines important concepts such as rural elementary school teachers and mobile micro-learning.Based on the principles of lifelong learning theory,adult learning theory,informal learning theory,self-directed learning theory,and teacher professional development stage theory,questionnaires and interviews are used to investigate the basic information of research subjects,the use of smartphones,the use of smartphones mobile micro-learning resources,smartphones mobile micro-learning behavior,and smartphones mobile micro-learning literacy,and a part of teachers from fourteen rural primary schools in A township of Zhengzhou,Henan were been studied.The results show that the current situation of rural primary school teachers using smartphones for mobile microlearning is not optimistic.Although rural primary school teachers in A townships use smartphones to conduct professional mobile micro-learning,teachers use smartphones to conduct mobile micro-learning in a small number of times.They have poor internal and external conditions,most of the learning content is biased towards entertainment and there is less professional learning,and learning initiative and learning literacy are relatively low.The reason for this is that teachers themselves lack a profound understanding and in-depth understanding of the new learning method of smartphones mobile micro-learning,and their own awareness of smartphones mobile micro-learning is weak.The school does not give enough support to the teachers' mobile micro-learning.The developers and designers of smartphones mobile micro-learning resources lack rational development,design,and effective management of learning resources.And the atmosphere for teachers to carry out smartphones mobile micro-learning is relatively lacking,teachers' self-control ability is weak,and they are often attracted and interfered with by professional-independent information when using smartphones for mobile micro-learning.In particular,teachers in A townships lack the guidance on the effective use of smartphones for mobile micro-learning because they are located in backward rural areas,and the teachers' professional learning approaches are more limited.On this basis,the author follows the solution from “big”to “small”,mainly from the education administrative departments,schools,teachers and resource design and development personnel in the four major aspects,targeted and put forward a series of effective proposals to solve the above issues.That is to say,the education sector should pay more attention to and publicize the smartphones mobile micro-learning of the rural primary school teachers,and infiltrate the smartphones mobile micro-learning into the teacher training,so as to expand teachers' understanding of smartphones mobile micro-learning and improve teachers' smartphones mobile micro-learning capabilities.For schools,schools can create a “dominant” atmosphere through the establishment of a perfect mobile campus network system,and adopt relevant propaganda and encouragement strategies to create a “recessive” atmosphere,and ultimately provide sufficient support and good atmosphere for the teachers' smartphones mobile micro-learning.For teachers themselves,they must take the initiative to strengthen the understanding of smartphones mobile micro-learning,establish awareness of lifelong learning,professional enhancement,and smartphones mobile micro-learning,and consciously adopt relevant strategies to enhance self-control of learning.And designer and developers should base their efforts on the characteristics of smartphones,and vigorously develop and design mobilemicro-learning resources that can be used by basic education teachers for professional learning,and the mobile micro-learning resources must be targeted and interesting,meanwhile improve and manage resources effectively to make them more rational and systematic.Through the above suggestions,the author hopes that rural primary school teachers in A townships can finally make full use of the new learning method about smartphones mobile micro-learning to help themselves improve the level of their professional development continuously.